The Next Generation Science Standards (NRC 2011) developed a Framework for K-12 Science Education (2012) based on practices, crosscutting concepts, and core ideas that students should be able to know and do. Specifically, the K-12 framework identifies eight scientific practices that are essential for all students to use in the context of the core ideas and cross-cutting concepts:
1. Asking questions
2. Developing and using models
3. Planning and carrying out investigations
4. Analyzing and interpreting data
5. Using mathematics and computational thinking
6. Constructing explanations
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating information
In this case, we have developed a social and ecological framework for understanding climate change mitigation and adaption and specifically use modeling and model-based reasoning as a prominent practice. However, many of these practices overlap (e.g., models can be used to construct arguments and generate explanations) and collectively they can actively engage students in using their scientific knowledge to predict, model, and explain phenomena (Cooper et al in Review). Importantly, it is these practices that should influence the design of assessments that require students to use their content knowledge in the same way scientists do (Cooper et al in Review).
Therefore we have created a number of assessment rubrics that can help to guide the creation of assessment items.
These rubrics represent a means to assess student responses when engaging in the practices listed above.
1. Asking questions
2. Developing and using models
3. Planning and carrying out investigations
4. Analyzing and interpreting data
5. Using mathematics and computational thinking
6. Constructing explanations
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating information
In this case, we have developed a social and ecological framework for understanding climate change mitigation and adaption and specifically use modeling and model-based reasoning as a prominent practice. However, many of these practices overlap (e.g., models can be used to construct arguments and generate explanations) and collectively they can actively engage students in using their scientific knowledge to predict, model, and explain phenomena (Cooper et al in Review). Importantly, it is these practices that should influence the design of assessments that require students to use their content knowledge in the same way scientists do (Cooper et al in Review).
Therefore we have created a number of assessment rubrics that can help to guide the creation of assessment items.
These rubrics represent a means to assess student responses when engaging in the practices listed above.
